sight words with automaticity
ELA Unit Plan
Part 1: Unit Plan
Grade: Kindergarten
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title
Parts of a Flower: Strategic Questioning / Answers / Vocabulary
Parts of a Flower: Retelling Parts of a Flower / Speaking Clearly
Parts of a Flower: Sorting into categories and exploring world relationships
Parts of a Flower: Sight Words
Parts of a Flower: Writing Prompt
State ELA Standards
RL.K.1. With prompting and support, ask and answer questions about key details in a text
RL.K.4. Ask and answer questions about unknown words in a text.
RL.K.2. With prompting and support, retell key details (e.g., who, what, where, when, why, how).
CCSS.ELA.LITERACY.SL. K.6 – Speak audibly and express thoughts, feelings, and ideas clearly
L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
RF.K.3.
Read high-frequency and sight words with automaticity
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I.
B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationship
E. Re-read their writing and make edits with the help of others
Learning Objectives
Students will read Parts of a Flower by Candice F. Ransom. Students will be able to ask and answer questions regarding key details of the text. By the end of the lesson students will be able to label and name parts of a flower. Students will be exposed to new key vocabulary and be expected to be knowledgeable of the terms.
The goal for the learning objectives are for students to be able to retell key details of what they have read or listened to regarding Parts of a Flower. Students must be able to express their ideas clearly.
Students will be able to sort items into the correct categories and rationalize why they placed a certain item in the given category.
Students will be able to identify sight words
Students will re-read their writing and make edits with the help of others on their writing piece about flowers.
Instructional Strategies
Whole Group Instruction
Shared Reading
Teacher Modeling
Cooperative Learning
Independent Study
Technology / Visuals
Independent Study
Video
Hands On
Direct Instruction
Living Thing / Non-Living Thing Game
Hands on Learning
Cooperative Learning
Show and Tell (Whole Group)
Independent Study
Visuals
Cooperative Learning
Whole Group
Teacher Modeling
Teacher Modeling
One to One instruction
Feedback
Interactive learning
Summary of Instruction
Before reading Parts of a Flower the instructor will form a KWL chart for the class. All unanswered questions in the “W” will be answered and go to “L” chart as learned. After reading the book, whole group discussion will be open for the class. During, this time students can reevaluate their original want to know questions, and any unanswered questions they may have to ensure comprehension. The teacher will go over the “W” and make sure the original unanswered questions are answered. The class will also go over key terms in the text that are newly introduced to students and students will be expected to know the vocabulary for an upcoming vocabulary test throughout the week. The key terms are the process of a flower such as stem, leaves, petals, seed etc. The key terms will be reviewed when the class goes over parts of a flower. Students then have a choice to work with a friend or independently to label parts of a flower in an assigned worksheet.
Image result for parts of a flower key vocabulary
*Smartboard visual students will see via projector when instructor and class go over parts of a flower. The smartboard will then shut off when parts of a flower labeling worksheet is handed out and students are expected to label the parts. This will ensure students unanswered questions of parts of a flower are answered and understood with the exposure of new key terms. *
Image result for parts of a flowerlabel sheet
Students will complete a sequential story board retelling the parts of how a flower grows. Students will then share with the instructor one by one how a flower grows. Students will be graded on how they verbally express the flower process clearly and if they retold the process accurately. Once all students are finished the students will watch a flower fact video regarding flower processes.
Image result for flower sequential order
During this lesson students will sort items based on what is classified as a plant “flower” (living thing) and what is not classified as a living thing. Sorting items encourages students to develop language skills as they describe attributes that belongs to a plant (living thing) such as a flower and what does not. Students will sort the pictures that determine the best fit for the category of the item visually assigned. Students will then be expected to explain why a flower is categorized as living and why the other pictures are not (ex: a flower vs a chair – why is the flower categorized as a living thing and why is a chair not student explains why such as flower needs air, nutrients, water, sunlight etc.). Students will have a Velcro sheet with pictures to match in non-living vs living pile and students will then be expected to explain why a flower is a living thing and what components make a flower living. Students will work independently first to match photos. Then students can pair up with a friend to go over the answers and share to the class as a group why a flower is living.
Students will play a sight word game. The instructor will review the sight word list with the class. Students will become familiar right before they play the game. The instructor will have groups each have a copy of Parts of the Flower. Each group is to go through the book and write down all the sight words they see. The group to identify all the sight words in Parts of a Flower is the winner. The instructor will go over the answers and book on smartboard.
Students will practice with the instructor forming sentences and be given examples of sentence structures. The teacher will model a writing about flowers have students follow along and then students will be prompted to write about flowers.
Differentiation
Students who need extra support will have a matching guide of flower label parts next to them and must match the guide to flower parts worksheet and write the terms on the side of the paper. Leveled and advance students will not have the matching guide next to them and are expected to be able to remember the parts and terms on their own.
For the students who need extra support will first be expected to match and cut up the retell story board , if placed wrong they will hear how instructor retells the process and be expected to then match accurately and retell the process accurately and clearly.
Students who need extra assistance will watch a video on the living components of a flower and what makes it a living thing. Then the students who need extra support will then verbally express to instructor what makes a flower living and then be expected to sort the items vs non-living and living. Once students comprehend, they will share with the class why a flower is living.
No differentiation needed accessible to all levels in strategic group work
Students who can not form thoughts to paper on their own will share their ideas verbally. Instructor will write their ideas and sentence structures and have them copy paragraph and then illustrate a picture on top
Materials, Resources, and Technology
Smartboard
Parts of a Flower Labeling Sheet
Pencil / Crayons
Vocabulary Key Terms
Storyboard
Pencils
Crayons
Youtube Video
Puzzles
Living / Non-Living Game Sort
Smart board
Flowers: Why they are living things video
Parts of a Flower Book
Paper
Pencil
Smart Board
Flower Pictures (Visuals)
Paper
Pencil
Formative Assessment
The labeling parts of a flower sheet will be graded to ensure students comprehend parts of a flower and that their original questions are answered regarding the process and unknown terms are now learned. The vocabulary test will also happen during the week that was introduced in this lesson.
Students will be graded on how clearly, they can retell and express their ideas on how a flower grows with match up photos from storyboard.
The formative assessment is whether students can sort accurately and distinguish flowers as a real-world relationship classified as living from other pictures that are non-living. Students will be observed, and instructor will walk and enter groups this will serve as participation and natural walk through formative assessment.
Entering group seeing students write sight words down on paper hearing conversations ensuring they understand sight words. Assigned sight work homework to take home for extra practice, and seeing the homework sent back to grade
Students will hand in their writing assessment on flowers
Summative Assessment
(a short description of the summative assessment)
For the summative assessment students will have an end of unit test on parts of a flower. On the test students will have questions regarding what they learned the whole week. Key vocabulary will be on the test, along with sight words identification. Students will have to label parts of a flower and have to write the process of how a flower grows and identify the classification as it be a living thing and what classifies the plant as living such as sunlight, water, air, nutrients etc. Students in the end of unit will also get to take a flower home and in the class, we will be doing a step a day to see how the flower grows. Literacy lessons can also coincide with science standards to have it be collaborative to different subjects. Flowers are engaging for kindergartners because they see flowers in spring, give them as gifts to their moms etc.
Part 2: Reflection
In 500 word minimum, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? ( Must mention in the reflection components of the lesson plan I created – Please mention 2 activities mentioned above and how it helped children in developing skills such as comprehension , writing, speaking, listening, key details etc – has to be specific to my lesson unit so reading prior to writing is a must).
What challenges did you face when trying to meet the developmental needs of all students (catering to all levels – below, at level, or above)?
How can family and community support the instruction and selected instructional strategies? (Please mention an letter of introduction of unit being sent home to family with at home activities that can be done with child to extend learning at home).
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